Communicating understanding in History


Anderson, M., Keese, I., Low, A., & Harvey, K. (2012). Retroactive 9: Australian Curriculum for History 9. Milton, Qld: Jacaranda.

Coffin, C. (1997). Constructing and giving value to the past: An investigation into secondary school history. In F. Christie & J. R. Martin (Eds.), Genre and institutions: Social processes in the workplace and school (pp. 196–230). London: Cassell.

Coffin, C. (2006). Historical discourse: The language of time, cause and evaluation. London, Continuum.

Dawson, I. (2004). Time for chronology? Ideas for developing chronological understanding. Teaching History117, 14–24.

De La Paz, S. (2005). Effects of historical reasoning instruction and writing strategy mastery in culturally and academically diverse middle school classrooms. Journal of Educational Psychology, 97(2), 139­–156.

Grim V., Pace D., & Showkow, L. (2004). Learning to use evidence in the study of History. New Directions for Teaching and Learning, 98, 57–65.

Hochman, J., & Wexler, N. (2017). The writing revolution: A guide to advancing thinking through writing in all subjects and grades. San Francisco: Jossey-Bass (Wiley).

IDEA (International Debate Education Association). (2004). Speaking across the curriculum: practical ideas for incorporating listening and speaking into the classroom. New York: IDEA.

Manning, P. (2006). Interactions and connections: Locating and managing historical complexity, The History Teacher, 39(2), 175–195.

Okolo C., Englert C., Huetsche, A., Courtad, C., Bouck, E., & Van Egmond, A. (2010). Preparing educators for the challenges of teaching students to write like historians. In G. Troia, R. Shankland & A. Heintz (Eds.), Putting writing research into practice: Applications for teacher professional development (pp. 154–176). New York: Guildford Press.

Rose, A. (2013). SPARring with speer: The nature of sources and their use as evidence in essay writing. Teaching History, 47(3), 34­–37.

Schleppegrell, M.J. (2004). The language of schooling: A functional linguistic perspective. Mahwah, New Jersey: Erlbaum.

Shemilt, D. (2000). The Caliph's coin: The currency of narrative frameworks in History teaching. In P.N. Stearns, P. Seixas & S. Wineburg (Eds), Knowing Teaching and Learning History, National and International Perspectives (pp. 83–101). New York: New York University Press.

Snider, A., & Schnurer, M. (2002). Many Sides: Debate Across the Curriculum. New York: IDEA.